Progress Test Series

What are the Progress Tests?

The fully standardised Progress Test Series (PT Series) supports formative assessment in your school by providing reliable benchmarking and year-on-year progress tracking in English, maths and science.

The comprehensive reporting will enable you to analyse key dimensions of learning for each subject, with a question-by-question breakdown that indicates where individuals or groups have gaps in understanding. This information can be used to support the needs of individual students and to identify areas of the curriculum where teaching needs reinforcing.

Tests are available for:

Progress Test in English (PTE)
Assess students’ technical English skills (spelling, grammar and punctuation) and reading comprehension.

Progress Test in Maths (PTM)
Monitor students’ mathematical skills and knowledge, in areas such as number, shape, data handling and algebra, as well as their mathematical reasoning and problem solving skills.

Progress Test in Science (PTS)
Measure two dimensions of science learning: science content knowledge and understanding, and working scientifically (applying science skills).

‘We shared Progress Test results with our parents, including percentile rank and standardised age scores. This approach was extremely popular and provided us with an opportunity to discuss what was happening with both the student and parents and to put interventions in place if necessary.’
Derek Smith, Principal, Olashore International School

What can I do with the Progress Test data?

The Progress Tests provide robust and reliable data on your students’ attainment in English, maths and science, helping you to:

  • Benchmark performance against students and schools internationally
  • Monitor progress year-on-year
  • Support teachers’ professional development
  • Communicate with parents and other stakeholders

You can also use the CAT4 Combination Report to assess a student’s potential against their current attainment, supporting the identification of barriers to learning.

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